This is the second section of the Full SEAT found on page 4.
Embedded Files
Context and Connections:
In alignment with the BIEP, ensuring the wellbeing of all students, particularly of those who identify as Black, is one of the priorities that need to be addressed for students to achieve academic success. Sustaining the wellbeing of Black students, as listed in We Rise Together 2.0, is what will allow for them to develop a sense of belongingness. This happens only when their cultural capital is acknowledged and their identities are affirmed. By being warm demanders, antiracist educators set high expectations for Black students and create an inclusive space for them to heal and thrive.
Building authentic relationships that are based on mutual respect and mutual concern is what creates the safe space for students to feel included. Restorative justice is a philosophy/mindset that allows for students "to be" in that space only when their dignity and humanity are being maintained. When the dignity of our marginalized students is centered, they will not only develop a sense of belongingness but they will also grow into citizens of the the world with strong leadership characteristics. Those characteristics are purposefully cultivated through healing circles and dignity-affirming pedagogies.
Learning Links
Learning Links
Learning links is a resource page where you can extend your learning about critical concepts in this section of the Equity Audit. As your team deepens their understanding of how schools can manifest a culture that challenges systemic racism, you can begin to reflect on the success criteria outlined in the audit.
Reflective questions :
What may affect the wellbeing of Black students? How can student identity be valued as cultural capital?
What may be the impact of race in student-teacher relationships and academic achievement/learning experiences for Black students?
How does power impact these relationships?
How is trauma produced in our school? And how does it impact our student learning?
How can we ensure that school does not trigger or create trauma for our Black and Indigenous students?
How can we create/maintain a trauma-free space in our school for our students to heal?
What social emotional knowledge and skills staff have to help students disrupt causes of trauma?
How are we using restorative justice practices without causing harm or trauma for our Black students?
When developing an action plan for school improvement that addresses the social-emotional needs of our Black students, the Board Improvement and Equity Plan and CARES principles map the road for us to be able to achieve the desired outcomes. In both frameworks, relationships are the nucleus of sustaining the wellbeing of students who have been historically marginalized.
“We measure what we treasure”. Research has proven that for our students to perform well, they need to feel well. So, what data do we need to consider to be able to measure student wellbeing? Street Data is the medium our marginalized students and the communities we serve can use to voice the harm the colonial school system has been causing to impede their success. To heal the trauma our marginalized students have been dealing with, empathetic listening is crucial while engaging in equity work.
While our goal is data driven and research-based, it has to be problem-based and inquiry-led. Showing curiosity around how our marginalized students are doing in our schools will allow us to engage in the following race-conscious inquiry cycle and reflective questions:
Why - Purpose/vision (in alignment with the Board vision as it outlined in We Rise Together 2.0 and the EML Document)
What do we believe? What do we value?
How - Process
1. Racialize the problem to identify racial roots of problems of practice -
How are our marginalized students doing socially and emotionally? What data can we use to find out?
2. Identify disruptive strategies/plan to address the problem
How can we nurture a deep sense of belonging for our Black students so that they can feel well to perform well?
3. Learn through practice to adopt disruptive practices
How can we rethink our practices (e.g., PBIP) as anti-racist educators to create a safe learning environment for All our students to thrive ?
4. Proliferate and deepen policies, strategies, and practices
How can we implement policies/strategies that reinforce accountability without dehumanizing our Black students and causing trauma?
5. Monitor and assess experiences in relation to outcomes
What - Impact
The result of Why: Outcomes and critical self-reflection to determine next steps as a result of continuously monitoring and assessing through triangulation of Data: Satellite, Map and Street data that include observations, conversations and products.
Examples of race-conscious inquiry cycles:
How can we reduce the ISRC referral rates for our Black students?
How can we increase the attendance rate for our students who identify as Black?
School Improvement and Equity Plan:
What are the strengths we are seeing in our Black students? How do we build better relationships with them and teach them SEL skills effectively?
How can we better engage our students who identify as Black in their learning to increase the attendance rate or decrease suspension rate in our building?
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